Start here. End here.
Not as well formed of a thought as I thought it was going to be, but here goes:
Poetry readings—or reading poetry aloud—is fundamentally important. When given poetry as text, many approach it as a puzzle—as form—first, and language second. When hearing it, they are forced to hear it as language. It IS language finally. We all agree about this, I think? But we can forget it, or overlook it, or take it for granted when approach a text.
I wish we talked more about the vocalizing of poetry.
I would like to redirect the post I made last week a bit. Craft (form, etc) is important to poetry, and to my thinking about and reading poetry. What I was reacting to is the way—tonally maybe—people sometimes, often even, think of poetry as an erector set of formal machines. Poetry does have to get made, and everything made has a form, and a craft to create that form, but I’m more interested in the spirit behind it.
Part of this spirit, or my desire to talk about the spirit of the art object comes from the fact that there are a great many blanks in any art object. I prefer to hang out there. It’s one of the major flaws of the way poetry is often taught in schools. Blanks can bring terror to teachers. Blanks aren’t testable the way non-blanks are. But the blanks are the very places we go to when we’re talking about the poems we love. The question of just what Wallace Stevens is getting at in “The Idea of Order at key West.” It’s the way things DON’T link up that are more interesting to me than the way they do.
That’s a form and craft issue too, but we tend to avoid those places, because they have the tendency to tie us up in knots, and that is a vulnerability we often don’t want to show to others, especially if we’re supposed to be experts.
Connotation and denotation, in poetry, for example, are part of a fuzzy interdependence. They are never in total control. Things happen there, that open what I’m calling blanks. This movement is an easy way to deconstruction, sure, but it also allows moments co-creation. All art is co-creation in this way, in its context, its situation.
How one handles those moments (as author or as co-creating reader) is more important, or, as important, as the form, the means of control in the poem, the art object. Even if one dislikes the blanks, one must deal with them, just as if one is bored or uncomfortable with the more usual formal issues, one still has to participate with them.
Furthering the point, I think that the hundred years since the start of Modernism (It started August 15th 1911, by the way), a century of new advances in science and the way we perceive the world around us, calls for a new approach to talking about and teaching poetry.
One can still profitably teach and study poetry as poetic forms. That’s a great way to talk about poetry up through E.A. Robinson. That’s how I learned poetry in High School and as an undergrad back in the 1980s. But what I feel like I didn’t get was a study in the most interesting things that have been going on since 1911. It’s not even contemporary poetry we’re talking about here. This stuff’s been around awhile.
The intellectual practices of how we talk about and teach the poetry of the last century (and continuing into this one) have not kept up with the changes in the practice of the art. We must change. The free-verse legacy has created a literary question (or questions) that haven’t been answered.
It seems to me sometimes when I’m talking to someone who has had some experience with poetry (almost exclusively prior to the 20th Century), that it’s as difficult to talk about new poetry as if I were trying to explain some aspect of Quantum Theory to someone who has only known Newtonian Physics.
This is not to knock them. Newton is still very important to the history of physics. All I’m saying is that, as poetry continues to bring one into the presence of a language act unique to itself, that language act, that approach to how language is, changes over time. And time demands new approaches. Not just because of the new poetry being written, but because of the people who are studying poetry. They also change over time, as the times change.
Form is not the best opening salvo in a course on poetry, and it’s precisely the wrong one in a contemporary poetry course. It still has a place, a large place, but I don’t believe that place is primary. Contemporary poetry, or a fairly large percentage of it, is outside the conception of what poetry is that reigned before 1911, or even—or especially—the way it was conceptualized as an object of study by the New Criticism.
I think we should be using the more innovative pedagogical strategies we use in teaching theory or fiction when we teach contemporary poetry.
Most people learn poetry through a historical lens, starting with very, very old things. Wonderful things, don’t get me wrong, but old things. I think that’s backwards. Or actually, I think completely different approaches need to be taken after The Romantics, but that’s a different argument.
I’ve meandered long enough, so I’ll close. Audiences, I firmly believe, would find what they’re looking for, if they would just look at poetry. As we who read poetry, it’s a vast, varied landscape. And, in general, poetry (no matter what stripe of poetry one cares for) does something different from all other forms of art, and should be recognized for what it is and can be.
How many licks does it take to get to the center of a unicursal labyrinth?